Scoring rubrics define different levels of quality the teacher will use to evaluate the students' performance.
a. True
b. False
Ques. 2What is the last step in the sequence when crafting a performance assessment?
a. Writing the tasks to be performed
b. Writing the rubrics for scoring
c. Stating what you want to assess
Ques. 3Which of the following types of tasks is the most unstructured?
a. There are many possible processes leading to many equally justifiable solutions.
b. There are many possible processes that lead to the same correct solution.
c. There is one best process to use but many solutions can be arrived at.
Ques. 4In naturally occurring performances students usually do not know that they are being assessed while the opposite is true with structured tasks.
a. True
b. False
Ques. 5Which of the following steps is not one that should be followed in the creation of a multifocus affective inventory for use in classroom assessment?
A. Select the affective variables to measure.
B. Decide on how many items to use in measuring each variable.
C. Create a series of exclusively positive statements related to each affective variable selected.
D. Determine the number and phrasing of students' response options.
Ques. 6A teacher must have a good management plan in order to use projects effectively.
a. True
b. False
Ques. 7A rubric is a scoring guide to be employed in judging students' responses to constructed-response assessments such as a performance test. Which one of the following elements is the least necessary feature of a properly constructed rubric?
A. An identification of the evaluative criteria to be used in appraising a student's response
B. A designation of a performance standard required for skill-mastery
C. Descriptions of different quality levels associated with each evaluative criterion
D. An indication of whether a holistic or analytic scoring approach is to be used
Ques. 8Consider the following set of factors that could be employed to judge the quality of the tasks for performance tests. Which one is not generally endorsed as a task-selection factor?
A. Motivational impact on students
B. Authenticity
C. Teachability of the skill assessed by a task
D. Feasibility of implementation
Ques. 9Which of the following describe performance assessments?
I. A mathematics teacher gave each student ten geometric shapes and required them to classify the shapes according to their characteristics and to label the categories.
II. A social studies teacher asked students to write a short essay describing the importance of the Corn Belt to the US economy.
III. A history teacher asked students to collect data on family life during the American Civil War and to prepare a summary of their findings.
a. I and II
b. I and III
c. II and III
d. I, II, and III
Ques. 10A performance assessment requires students to
a. demonstrate their declarative knowledge.
b. apply their knowledge and skills in doing something.
c. explain how they would go about performing a task.
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